- Communicate with students immediately. Even if you do not have a plan in place, let students know what is going on, and that you will provide more details soon. Post an Canvas Announcement and send a message via the Canvas Inbox. Consider posting Provost Parker’s Student COVID19 memo March 16 FINAL memo.
- Check with your department and college. Contact your department and college for more details and guidelines for the situation.
- Poll your students on their technology access. Find out what resources your students will have for participating in the online class using a Canvas Survey. This could include internet connections, the device they will use to access the course, schedule/availability for synchronous classes, comfort with using Canvas (see Sample Surveys in Resources tab).
- Set realistic goals for instruction. Decide on what your teaching priorities will be during the closure. What course activities must happen? What activities could be postponed or changed?
- Establish student expectations. Determine your expectations for students for participation, communication, deadlines, and proctored exams. Keep in mind that some students may need more flexibility because of special circumstances such as limited computer or internet access, illness, or caring for family members.
- Develop a plan for delivering your course online. Identify how you will provide course content, structure discussions or group work, collect assignments, and provide exams in the online environment.
- Revise the schedule and syllabus. Update the syllabus and schedule for changes needed for course content, activities, assignments, and policies. Explain how the remote class will be structured, if students need to log on for synchronous sessions (and how), where they can find assignment information, and how they should submit assignments.
- Create a communication plan. Once you have the details, communicate the plan to the students along with how to contact you, office hours, and what to expect next.
- Add content to your Canvas course. Provide at a minimum, the syllabus, contact information, link to student Canvas/technology support, and one to two weeks of content, activities, and assignments. Add the content to Canvas as quickly as possible to provide continuation of teaching of the course.
- Recommended: Use Canvas assignment tool to incorporate the grade book. Add assignments to the Canvas course using the Assignment tool. This will add assignments to the grade center for students to see what assignments are due with dates and points.
- Configure your notifications. Set up your Canvas notifications for announcements, submissions, and comments so that you receive the notice in your NMSU inbox immediately. Ask students to also configure their notifications.
As you begin delivering your course online, here are some tips and strategies:
- Communicate frequently. Make sure students know when new material is posted, changes to the course, and updates on the situation. Use the Announcements tool and Inbox to remind students of assignment deadlines, provide other important information, or to offer a word of encouragement. In face-to-face classes the instructor reminds the students of upcoming events, assignments verbally and instinctively. Plan this ahead of time for the online environment.
- Log in regularly. Have regularly-scheduled times to be in the course. Stick to that schedule. Just as a face-2-face class has scheduled meeting times and faculty have office hours, scheduling time to be in the online classroom will help the instructor and the students keep up with online classroom instruction.
- Expect a period of adjustment. Online learning may be new for you and your students. There may be technical difficulties and students may not know what to do. Consider allowing more flexibility as you all adjust to the new environment.
- Be human. Students may be nervous or scared. Communicate with them honestly and openly and try to establish that you are in this situation together. The best thing an instructor can do is admit they don’t know how to do something, and then get help. Work together as a team to make the learning experience positive and successful.
- Record live classes. If you’re holding class meetings using a live web conferencing tool (e.g., Adobe Connect, Zoom), record the sessions so that students can watch them later. Having recorded classroom instructional videos provides access to course content for any time, anywhere access for students.
- Record in small chunks. Consider providing shorter videos (10-15 minutes) based on topics rather than 45-90 minute lectures. If giving a live lecture in Zoom that you are recording, you can simply start/stop the recording at designated points to create multiple shorter videos for those who access the recorded videos at a later time.
- Offer content in multiple formats. If students have limited internet access, they may not be able to watch videos due to bandwidth. Consider providing materials in multiple formats. For example, offer both a video and a PowerPoint with a text transcript.
- Give prompt and meaningful feedback. Since the students cannot see you, it is especially important to provide prompt and meaningful feedback on class assignments. Tell students how long it will take to grade assignments.
- Share with the whole class. If one student has a question, other students may also have the same question. Consider sharing the question and answer with all students on an FAQ page, Muddiest point discussion board, or by using the Announcement tool.
- Give credit for participation. Asynchronous learning allows learners to individually participate in activities and discussions over a period of time such as a week. While this allows learners to fit their participation into their schedule, it usually requires a lot more effort from students to craft a written essay response. Consider providing some participation points for these activities.
Keep It Simple
Here are some tips and strategies for keeping your transition to online simple:
- Make Canvas the primary learning environment – To make it simple for students, make the Canvas learning management system the primary “classroom” as your course moves to an online format. Use Canvas to post announcements, message students, link to learning materials, collect assignments, and provide assessments.
- Use Modules to organize the students’ learning – Students will rely on the information posted in Canvas to direct their learning. The Canvas Modules allows instructors to group course content into weekly or topic modules that give students one spot to find everything they will need to .
- Clarify assignment instructions – in face-to-face course, the instructor typically discusses course activities, goes over assignment instructions, and reminds students to read the next chapter. This can be missing in an online course. Consider clarifying assignment instructions and grading criteria.
- Allow more time for discussions and activities – Generally, discussions and activities are asynchronous in an online environment. This can allow for much richer and deeper responses, but it takes more time. Consider allowing sufficient time (e.g., a week) for discussions and activities.
- Make synchronous meetings optional – Synchronous sessions require learners to meet at a specified time in a tool like Zoom or Adobe Connect. They can be a great way to enhance the social presence and provide “just in time” teaching in an online course, but they may pose a burden to students during special circumstances. Students may have different schedules and may have additional issues such as kids at home, sick family members, or limited computer or internet access. If you opt to hold synchronous sessions, consider making them optional, allowing students to watch a recording later, or using them for office hours.
- Keep proctored exams to a minimum – Face-to-face students were not expecting to be taking online courses and may not be prepared for the cost or technology required to take a proctored exam through in an online service. If possible, consider using alternative assessments to evaluate students rather than proctored exams. If you do require proctored exams, let students know as soon as possible about the cost, tech requirements, and scheduling.
- Limit the number of tools – Try to keep to tools that are simple, free, and familiar to students. Use only the tools that support your learning objectives.
NMSU Grading Policy
Discouraging Cheating on Exams without Proctoring
- Create a culture of academic integrity. Post an honor code. Remind students why learning this material will be important to their lives or future success. Add a quiz question where students agree that they will work independently and not share quiz information with anyone else.
- Avoid setting rules that you cannot enforce. You may not be able to stop students from using textbooks, notes, and other resources. Consider asking questions that cannot be easily looked up in textbooks or online. Perhaps have students apply the info to a specific situation or use the information to support an opinion.
- Make every assessment different. Set up exams to shuffle the order of the questions and answers, select questions from a larger question pool, or use formulas to customize math problems.
- Delay releasing the correct answers. Configure the quiz to only post answers after the quiz has closed.
- Set a timer. Limit the duration of the quiz so students could not look up all the answers within the time period. Avoid being too extreme on time limits as it can cause test anxiety.
- Do not rely on multiple choice quizzes alone. Consider using alternative assessments to have students demonstrate their understanding of course material.
Suggestions for Alternative Assessments
In addition to proctored exams, there are many ways to assess student learning. Here are some ideas for alternative assessments:
- Executive Summary- Synthesize and summarize reading material focused on essential information.
- Infographic or Poster- Create a graphic or poster demonstrating understanding or application of content being learned.
- OpEd Essay– Write an opinion essay on a specific issue.
- Proposal or Grant Proposal– Write a conference or grant proposal.
- Live Oral Report– Record and share a two or three minute reflection on content being learned.
- Recorded Oral Report– Use Apps such as Voice Thread or Flipgrid to record a 3-5 minute presentation.
- Blogging– Create a blog site where students develop posts on content to be learned.
- Open Book Exam– Use the learning management system’s Quiz Tool to create exams that assess students’ understanding of the material. To reduce academic dishonesty, randomize questions and answers and create enough questions that students will not all receive the same questions.
- Student-Created Exam– Students use their own knowledge and skills learned to create an assessment.
- Portfolio– Create a portfolio of artifacts to demonstrate understanding of specified content.
- Webpage Development– Use open source web page software ( Wix or Merlot for example) to create a site that shares what was learned.
- Annotated Bibliography- have students cite research articles followed by a descriptive or evaluative paragraph.
- Video Presentation – Have students record a video presenting on a topic. Could also be used for interviews, demonstrations, recording processes or procedures.
- Podcast – Using voice, share understanding through audio files.
Resource Links for Other Assessment Suggestions
Respondus Lockdown Browser and Respondus Monitor
Respondus Monitor and Lockdown Browser are two products that can help with proctoring online exams. Online means the exam is taken online in Canvas. The Lockdown Browser “locks” a browser so the test-taker can only have that browser open in the exam. The Respondus Monitor works in conjunction with Lockdown Browser and a webcam. It helps ensure exam integrity by recording the exam, monitoring the test-taker behaviors and flagging an exam when suspect behaviors (eye movements, another person present, etc.) occur.
It’s recommended that instructors Create a Practice Exam and students take a practice exam with Respondus Monitor to ensure their computer, webcam and Internet are working properly. Allow students more than one attempt on the quiz so they can try the practice exam whenever their device or networking environment changes.
Please note, Respondus LockDown Browser is only compatible with Windows, OSX and iOS. It doesn’t work with the Chrome browser and Android devices
There might also be issues with devices (computers, laptops, tablets, etc.) that are too old to run Respondus LockDown Browser.
Set up Respondus Lockdown Browser and Monitor for individual exams in Canvas.
Exam Proctoring Online with ProctorU
NMSU Online/DE is in the process of revising our ProctorU contract. Please check back for updates.
- Establish clear student-to-student communication guidelines. The online environment can allow for misconstrued meaning and more aggressive communication. It is important to establish clear guidelines so all students feel welcomed and included.
- Do not assume students’ identity. Use students’ names where possible or use gender neutral language such as the singular “they” when referring to a student; opt for generic greetings instead of gender-specific greetings such as, “Hi guys!”
- Proactively talk about resources available to students. These are especially challenging times for all students and many will not approach you for help. Frequently discussing information and resources will help students know what is available and show students you are here to help.
- Be aware of the words, phrases, and examples you use. Look for ways to use diverse phrases and examples that help all feel included and increase learning. Avoid words and phrases that may be ostracizing or unknown to students. Visit How to create an inclusive online class for examples of inclusive language.
- Be prepared to respond to racism and xenophobia. As Coronavirus spreads, so does racism and xenophobia, including on college campuses. Explore strategies on how to address these challenging classroom situations.
- Recognize and acknowledge your own bias. We all have biases – bias just refers to how you see and relate to the world around you, and it’s a product of your experiences, culture, and values. Especially in times of stress, our biases affect how we interact with and what we assume about others. Spend some time reflecting on how to be more inclusive before writing content, announcements, emails, assignments, etc. For more on inclusivity, visit How to Create an Inclusive Online Classroom.
- Communicate your commitment to access. Student access needs may change week-to-week in a situation like the Coronavirus outbreak. Regularly remind students how they can request accommodations.
- Utilize accessibility tools in Zoom. For example, check that the automatic transcripts are recorded correctly and edit them if needed. Remind students how to turn on closed captioning in video recordings. More information on accessibility in Zoom.
- Share accessible documents. This includes Word documents, PDFs, Slides, and videos. Use the Microsoft Accessibility Checker. Visit Tools for Promoting Disability Access and Inclusion to explore more accessibility tools.
NMSU Virtual Services and Information
- Academic Calendar
- Dean of Students: Student Guide to Support Services
- Important Dates
- Library Online Services
- NMSU System Emergency Grading Accommodations Faculty FAQ
- Online Tutoring
- Student Technology
Student Technology Readiness Sample Surveys
Checklists and Tips
- Strategies for blended/remote/online teaching – Collaborative document developed by NMSU faculty to help with basic tools, presentations, Canvas, and Webinar resources.
- 5 Things to Easily Get Your Canvas Class Going
- Academic Technology Checklist
- Quality Matters Emergency Remote Instruction Checklist
- Powering Up Your Canvas Course: Triumvirate Tips! (Beginner Series)
- Pros and Cons of Synchronous vs. Asynchronous Teaching (pg. 2)
- Moving STEM Courses Online
- Emergency Remote Writing Instruction
- Macmillan Education
- Sage Publishing
- Vital Source
- National Emergency Library
- Maintaining the Connection of the Classroom – Key questions and answers to address situations that require students to interact on a platform they are unaccustomed to.
- Please do a bad job of putting your course online – Informative article discussing the difference between moving a course online in response to an emergency compared to expectations for developing an online course.
For Canvas and learning technologies
Online Course Improvement Program Mentors
For course design and delivery
Beth Apodaca – (575) 646-1572
Susie Bussmann – (575) 646-1650
Nancy Chartschlaa – (575) 646-4317
Kerry Forsythe – (575) 646-1406
Sandy Johnson – (575) 646-4476
Christina Schaub – (575) 646-1561
Distance Education/NMSU Online
For proctoring and distance education questions
(575) 646-8231 or (575) 646-5632